Category Archives: WMWP

WMWP Workshop: Writing In The Age Of Artificial Intelligence

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Writing in the Age of AI 2023 - 1

I am helping to co-facilitate a workshop session next month on the teaching of writing in the time of Generative AI, and we hope to gather together K-12 educators and university professors to discuss the changing landscape, and collaborate on paths forward.

If you teach in Western Massachusetts, we invite you to attend. We scheduled it the day before the National Day On Writing, purposefully, so that we would remind ourselves of the human aspects of writing, even with the influx of algorithms and chat generators.

Peace (with technology),
Kevin

Generative AI Presentation 1: AI, Ethics and Education

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Word Cloud: Teachers and AI

I visited our Western Massachusetts Writing Project Summer Institute yesterday to give a workshop presentation about Artificial Intelligence, Ethics and Education and we began with an interactive Word Cloud activity. The prompt was: what words or phrases come to mind when you think of Artificial Intelligence. The Word Cloud above is their collective responses.

You can see that most had more of a negative reaction than positive, and the conversations about reservations about AI in society at large, and in schools, more specifically, were enlightening.

Many had never even tried ChatGPT or knew about Google Bard, never mind the raft of other tools that have come out. Only one participant in a K-12 school had had any discussions at the school level about the emergence of Generative AI, and no one knew of any school policies that have been put into place.

Our ethical discussions revolved around issues of privacy, of copyright, of bias and more, and then we moved into the ideas of whether Generative AI belongs in classrooms, and if so, how and why. This led to conversations about leveling reading texts, engaging in AI “thinking partners” for inquiry, creating outlines on topics and more. We did talk about copy/paste plagiarism (one of the Summer Institute facilitators — and our new WMWP site director — is a university professor, and she noted this is a big discussion point in content-area departments more than the English department).

The big takeaway for me was a rich discussion about the authenticity of student writing, and how teachers must be attuned to the writers in front of them, and the possibilities of using technology to guide that process (or not) but not to replace that work. Tapping into the writing activities gives students a unique voice and authority that AI tools just don’t have. (Yet?)

I used Curipod as my presentation platform — it is another AI site for making presentations — and if you want to see the presentation (and make a copy of it for your own use), you can by using this link.

Peace (and Wonder),
Kevin

Before The WMWP/SPAR WriteOut Event

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Sun Shade Temperature Data Collage

Later today, the Western Massachusetts Writing Project and the Springfield Armory National Historic Site is hosting a live event for the national Write Out project. We’ll be at the Springfield Armory grounds, facilitating activities for educators on Climate Change, STEAM, Data Journals and more. It’s going to be a beautiful day and our two hour session will be outdoors, using the park property as our classroom.

One of the activities will be centered on understanding the impact of tree plantings as part of heat mitigation efforts and Urban Tree Canopies. We’ll be doing some measuring of temperatures, and creating data charts. I figured I should try it out myself, so yesterday, I did a little research around my own home. (see above).

There really is a huge difference between shade and sun areas, even during this Autumn time of year when things are cooling off.

Meanwhile, this morning’s Daily Create for DS106 was to design a launcher for Seed Bombs, which are made of special clay and hyperlocal seeds. We’re going to be making and launching Seed Bombs today at our event, but I went creative with another saxophone music seed for the design prompt.

Sax Seed Bomb Launcher

Peace (and plantings),
Kevin

After WriteOut: Four Videos from the Springfield Armory

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I co-facilitated a virtual Writing Marathon for teachers and park rangers in our partnership between Western Massachusetts Writing Project and the Springfield Armory National Historic Site for the National Day on Writing last month.

Some folks, and some students, are still using the space to write. One element that I loved was that a handful of park rangers from the Springfield Armory took the video camera outside, to give some insights into the historic grounds in order to introduce some writing prompts. We learn about WOWs, and the iron fence barrier, the old buildings at the property, and the objects designed at the site.

Here are four of the videos that inspired writing:

 

This project was connected to Write Out, too, where many park rangers from around the country helped facilitate writing prompts through video introductions. See more.

Peace (thinking of connections),
Kevin

WMWP Virtual Writing Marathon for #WriteOut and National Day on Writing

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SPAR Marathon SiteWe’re excited to be hosting a Writing Marathon for the National Day on Writing and for WriteOut with the Western Massachusetts Writing Project and the Springfield Armory National Historic Site. Last year, we gathered and wrote inside the Armory museum itself; this year, we’re using a Padlet digital wall to offer a series of self-guided writing prompts, with videos from SPAR park rangers, historical documents and more.

If you are interested, you can still register at any time, and we will get you into the mix. This is all self-paced and choose-your-own-writing prompts. Be inspired to write!

Here are some of the prompts we have posted at our site:

  • Ranger Pearl and teacher Harriet Kulig ask you to explore the role of women at the Armory and in the workforce during wartimes. Many women in the Pioneer Valley were recruited as WOWs (Women Ordinance Workers).

  • Park Volunteer Carl gives insight into the recognizable fence around the Armory, and it has an interesting historical story. Consider the role of fences — who do they keep out and what do they keep in?

  • Workers at the Armory came from many different countries, as the war efforts sparked an influx of immigration of workers to the Pioneer Valley. Listen to the historical stories of some of the Armory workers, and get inspired to write them a letter, from the present to the past.

  • Ranger Alex gives an insight into the grounds and landscape and buildings of the Armory site, and asks us to imagine the site from the viewpoint of trees, structures and more.

  • Ranger Dani explains how museums like the Armory cherish and protect historical objects, as a way to remember and share stories of the past, through thoughtful curation. What artifact might you leave behind? What object would help tell the story of us, today?

  • A few summers ago, Springfield middle school students at our WMWP/SPAR summer camp curated videos about the museum floor for the public. Take a look at the YouTube Playlist of their work and respond in writing to either the students or to the museum displays.

  • Ranger Scott gives us a historical look at the Commandant’s House, a celebrated building where the leaders of the Armory often met to plan and party. Scott asks us to consider what happens when Nature takes over buildings, as part of a prompt he did for students in Write Out this year.

  • And more …

Writing Marathon Flier 2020

You can also access more ideas:

Peace (in words, gathered),
Kevin

 

WMWP: Stepping Back but Not Stepping Away

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I’ve written many times in this space and others about my first year of teaching – 19 years ago — when the Western Massachusetts Writing Project was a necessary lifeline of sorts, providing me with mentor teachers and ideas for engaging students through writing, and more.

My participation in our Summer Institute my first summer after my first year led to me being invited to an increased role in the writing project site, and then through my interest in technology and the classroom, to rich opportunities within the National Writing Project (connections that remain to this day) that have included CLMOOC and WriteOut and more.

I spent many of my years on the WMWP Leadership Team, mostly as  the technology liaison and then as the co-director for technology, and finally, for the last few years, I took on the role of the co-director of outreach, allowing me to oversee initiatives like social media and partnerships with local news organizations to feature our teachers as writers.

Last month, after a year of transition with an incoming co-director of outreach (Samantha Briggs), I stepped away from the WMWP leadership team. This is all planned and part of the leadership structure of WMWP — intentional transitioning to bring in new people as leaders (like Samantha). Although it feels strange to not call myself a co-director of the Western Massachusetts Writing Project anymore, it also feels a bit freeing. This morning, I started to edit my online profiles, changing my status back to “teacher consultant” and not “co-director of outreach.”

I’m still involved with WMWP, of course, and I continue to facilitate a partnership with the Springfield Armory National Historic Site and will be involved in youth writing programs and teacher outreach, and more through a larger network partnership between the National Writing Project and the National Park Service. I also aim, after a breather of time, to offer to be part of the WMWP Technology Team again, but as a member and not the leader (that would be Tom Fanning, who replaced me for that position, as planned).

WMWP has long been my home as a teacher, and remains so. I value my writing project colleagues and the programs and support it offers, and the vision for how best to support teachers and students through opportunities and meaningful professional development. WMWP is still my home, even as my role shifts a bit.

Peace (in transition),
Kevin

Reflections on Facilitation of a Summer Youth Writing Program

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WMWP Summer Youth Writing Program 2020: Interactive Fiction

Some observations and reflections 

https://sites.google.com/view/interactivefiction/home 

Positives of shift to online

  • Youth participants were all ready to write every day (opting in to a writing program)
  • No geographic limitations for participation (one from China, with connection to local school)
  • Opportunity for guest presenters (National Park Service Ranger Scott Gausen did a presentation on NPS that led into writing activity)
  • Technology possibilities (different sites, platforms, collaboration, etc.)
  • Combination of (offline) writing notebooks, Zoom chat, and other sites (and media)
  • Mentor texts and tutorials seemed most helpful
  • Lots of Icebreaker activities 
  • The theme of the program (Interactive Fiction) took advantage of technology and distance situation (lots of room for supported, but independent work)
  • Regular email messaging (short information daily) with parents and youth writers together was seen as appreciated by families

Challenges of shift to online

  • Not knowing kids beforehand, meeting only via video, was odd
  • Technological hurdles (nothing we could not overcome) — but mobile vs computer, access/sharing links to sites, slow Internet speeds, helping a student work through an issue from afar (zoom), protected school Chromebooks, etc.
  • Creating the right pacing (over-prepare) of writing activities
  • Hard to read the Zoom room (some kept video off, for Internet reasons, or from typical camp shyness)
  • Two hours each day seemed a lot (even with breaks and offline writing)

What I’d Do Different

  • More use of Break Out Rooms for small group (or individual conferencing)
  • More use of daily Exit Slips to get a sense of my pacing (too fast/too slow/just right)
  • How to better encourage sharing of writing with people you don’t know
  • Ask for student emails (with parent permission) during registration process to make setting up programs/sites easier
  • Mail something (prompt or maybe even a Flat Stanley-ish thing) to each person beforehand with a fun activity to bring in on day one

Typical Day Format

  • Icebreaker/Brainstorming activity
  • Writing into the Day (prompts) and sharing
  • Technology Lesson
  • Playing around time with Tech
  • Break
  • Focus on a larger project (writing process)
  • Sharing
  • Writing out of the Day (if time)

Peace (reflecting to remember),
Kevin

Interactive Fiction with Young Writers (a resource site)

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Interactive Fiction Resource SiteLast week, I was immersed in an online summer youth writing program for middle school writers through the Western Massachusetts Writing Project. My topic: Interactive Fiction (with a focus on ‘choose your own ending’ formats). I had 12 young writers with me on a daily journey via Zoom of writing, exploring, creating and sharing.

I created this online resource site with tutorials on the three main platforms that we used: Inklewriter, Twine and Google Slides.  There are also some student examples at the top. Feel free to use and share anything that might be helpful. I’ll share out some reflections of running an online summer writing program in a few days.

Go to Interactive Fiction resource site

I’d also like to give a huge shout-out to my thinking partner on designing this online program (an offshoot of a project I do in the classroom with my own students ) to Bryan Coyle, a teacher-consultant with the Minnesota Writing Project.

I had learned through the National Writing Project network (via Twitter) that Bryan was also doing an Interactive Fiction summer program, in the weeks before me, and so he and I chatted via email about program design. Bryan was so generous in sharing his resources, and I was able to adapt some of his work for my own program. He also wrote me a lengthy email after his program ended, reflecting on what worked for him and what didn’t, offering advice on how to proceed in an online environment with young writers one has never met. I am most grateful for the connection.

Peace (make a choice),
Kevin

WMWP: Thinking on Twitter

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Last night, I took part in a National Writing Project video conferencing that was themed on how local writing projects — like our Western Massachusetts Writing Project — can broaden its presence in online spaces. My fellow co-director for outreach, Samantha Briggs, and I were invited to talk about WMWP’s Twitter account, which I realized has been around for ten years. The chart above was something I pulled together as I was thinking about the pros and cons of Twitter for an organization.

I had noted in the break-out table discussion that I wasn’t all that certain how successful the Twitter account actually is in reaching our local teachers on a scale that makes an impact. It seems like it has been more successful in making connections to other writing projects, and national organizations. That’s not bad, but I wonder if the focus might need to shift, if we are to be more centered on how to engage our WMWP teachers in the work of teaching, writing and learning.

Peace (in hashtags and tweets),
Kevin

WMWP: After Collecting Our Breath

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WMWP Editorial May2020

I facilitated the writing of a collaborative editorial by our Western Massachusetts Writing Project in our regional newspaper, using our organizational presence to urge school officials and policy makers to notice the poverty, digital access and learning issues made visible by the Pandemic’s impact on our schools.

“At some point, school communities will catch their collective breath.” — the editorial begins

We urge leaders to:

  • Notice and make note of the inequities they were seeing now in the time of crisis, so as to address them more structurally later
  • To work to advocate for more equity of digital access, particularly for our rural communities, where reliable Internet is still not the norm, and our urban centers, where families are often struggling to make ends meet
  • Formulate professional development goals to help educators navigate the next wave of Pandemic, so we are not all scrambling as we are now
  • Help teachers be thoughtful in the technology platforms being used with young people, and not trade ease of use for student privacy

And more.

We aligned the themes of the editorial to the tenets of our WMWP Mission Statement, around access and equity and social justice, as well as teachers teaching teachers (and I guess, teachers as writers, too).

The local newspaper — Daily Hampshire Gazette — ran it as the lead piece on its Opinion Page, and it generated some buzz in local education circles. We hope it has some value in the times ahead of us, to use the time of disruption to enact positive change in the lives of our students and the state of our schools.

Peace (writing it),
Kevin