Trip The Journal Trip The Journal Fantastic!Fantastic!

Using Daybooks to Ignite Writing (and the Using Daybooks to Ignite Writing (and the Writers) in Our ClassroomsWriters) in Our Classrooms

Rus VanWestervelt, T-C ‘89, Rus VanWestervelt, T-C ‘89, HCPSS, TU, CCBCHCPSS, TU, CCBC

December 3, 2011December 3, 2011

Rus VanWesterveltRus VanWestervelt

1989: MWP Teacher-Consultant1989: MWP Teacher-Consultant 1999-Present: TU/HCC/CCBC Instructor1999-Present: TU/HCC/CCBC Instructor 2001-Established Maryland Voices2001-Established Maryland Voices 2003: MFA in Creative Nonfiction, Goucher2003: MFA in Creative Nonfiction, Goucher 2003-Present: Centennial High School2003-Present: Centennial High School Blogger, Writer, Photographer, AuthorBlogger, Writer, Photographer, Author Cold Rock, A Christmas Legacy, Etsy ShopCold Rock, A Christmas Legacy, Etsy Shop

What’s On The Journey. . .What’s On The Journey. . .

Are You A Metacog?Are You A Metacog? How (notHow (not what what) Are You Thinking? ) Are You Thinking? The Essentials of DaybookingThe Essentials of Daybooking Creative DaybookingCreative Daybooking So What? So What?

W I I F MW I I F M

Solving The Great Car RaceSolving The Great Car Race The Great Car RaceThe Great Car Race

““A” Person is the PerformerA” Person is the Performer ““B” Person is the RecorderB” Person is the Recorder ““A” Solves the problem thinking out loudA” Solves the problem thinking out loud ““B” Records everything “A” does, saysB” Records everything “A” does, says

The GREAT CAR RACEThe GREAT CAR RACE

Five people competed in a car race. Bill did Five people competed in a car race. Bill did not come in first. Don was neither first nor not come in first. Don was neither first nor last. Sue came in one place after Bill. Jane was last. Sue came in one place after Bill. Jane was not second. Walt was two places behind Jane. not second. Walt was two places behind Jane. There were no ties. There were no ties.

In what order did they finish?In what order did they finish?

What is Metacognition?What is Metacognition?

Meta--derived from ancient Greek; “pertaining Meta--derived from ancient Greek; “pertaining to” or “about”to” or “about”

Metacognition: knowledge about cognitionMetacognition: knowledge about cognition Knowledge about learning *and* about how to Knowledge about learning *and* about how to

use that learning by applying it to future use that learning by applying it to future activitiesactivities

TWO Student Examples (9/11/00, 10/24/11)TWO Student Examples (9/11/00, 10/24/11)

Empowering MetacogsEmpowering Metacogs

We can empower our students to become We can empower our students to become autonomous in THREE ways:autonomous in THREE ways:

1. Identify the Type of LEARNER1. Identify the Type of LEARNER 2. Identify the Type of THINKER2. Identify the Type of THINKER 3. Identify the Type of WRITER3. Identify the Type of WRITER

We must provide opportunities to practice and We must provide opportunities to practice and refine how they learn, think, write.refine how they learn, think, write.

Empowering LearnersEmpowering Learners

Recognizing Learning ModalitiesRecognizing Learning Modalities Auditory (“That Auditory (“That sounds sounds good to me!”)good to me!”) Visual (“That Visual (“That looks looks good to me!”)good to me!”) Kinesthetic (“That Kinesthetic (“That feels feels good to me!”)good to me!”) TactileTactile

YOUR TURN.YOUR TURN.

What kind of LEARNER are you?What kind of LEARNER are you?

Empowering ThinkersEmpowering Thinkers

Identifying Thinking StylesIdentifying Thinking Styles

Concrete/AbstractConcrete/Abstract

Sequential/RandomSequential/Random

Empowering Thinkers 2Empowering Thinkers 2

Concrete—Sequential Thinkers:Concrete—Sequential Thinkers:

Notice and recall details easily;Notice and recall details easily;

Need to organize tasks into step-by-step processes;Need to organize tasks into step-by-step processes;

Strive for perfection.Strive for perfection.

Concrete—Random Thinkers:Concrete—Random Thinkers:

Based in reality;Based in reality;

Have an experimental attitude.Have an experimental attitude.

Empowering Thinkers 3Empowering Thinkers 3

Abstract—Sequential Thinkers:Abstract—Sequential Thinkers:

Like to think in concepts and analyze information;Like to think in concepts and analyze information;

Typically philosophers and research scientists.Typically philosophers and research scientists.

Abstract—Random Thinkers:Abstract—Random Thinkers:

Organize information through reflection; Organize information through reflection;

Thrive in unstructured, people-oriented Thrive in unstructured, people-oriented environments.environments.

YOUR TURN.YOUR TURN.

What kind of THINKER are you?What kind of THINKER are you?

Empowering Writers:Empowering Writers:Roles and the Writing ProcessRoles and the Writing Process

MadmanMadman Ideas, author, feeling, energy Ideas, author, feeling, energy

ArchitectArchitect Paragraphs, argument, thinking, intuitionParagraphs, argument, thinking, intuition

CarpenterCarpenter Sentences, craft, acting, integritySentences, craft, acting, integrity

JudgeJudge Mechanics, audience, seeing, critical intellectMechanics, audience, seeing, critical intellect

(Betty S. Flowers, Language Arts, Vol. 58, No. 7, 10/81)(Betty S. Flowers, Language Arts, Vol. 58, No. 7, 10/81)

Lovern on Taking RisksLovern on Taking Risks "Dude, I'm not sure what I'm doing here so I'll just 'go with "Dude, I'm not sure what I'm doing here so I'll just 'go with

it.' And there it is. 'Go with it.' Three important words when it.' And there it is. 'Go with it.' Three important words when writing. That's what I learned about writing. Go with it. Yes, writing. That's what I learned about writing. Go with it. Yes, a writer needs to have control, have strong writing, develop a writer needs to have control, have strong writing, develop characters, plot, storyline, etc. Those are all things a writer characters, plot, storyline, etc. Those are all things a writer must [embrace], but to me the most important thing a must [embrace], but to me the most important thing a writer needs is the ability to just go with it. Have the writer needs is the ability to just go with it. Have the courage and charisma to take your writing down a path it's courage and charisma to take your writing down a path it's never traveled. Maybe it's the wrong path, maybe it's the never traveled. Maybe it's the wrong path, maybe it's the right one, who knows. At least you have the 'guts' to go right one, who knows. At least you have the 'guts' to go with it. A time where I just went with it was during my with it. A time where I just went with it was during my nonfiction narrative nonfiction narrative KissKiss. I had the opportunity to share a . I had the opportunity to share a story in my life. I took a risk and wrote about my first kiss. story in my life. I took a risk and wrote about my first kiss. By doing this I was able to open myself up."By doing this I was able to open myself up."

Langley on Writing SmallLangley on Writing Small

"Through my writings, I have learned about what a writer needs "Through my writings, I have learned about what a writer needs and how a writer thinks. A writer needs to think about the bigger and how a writer thinks. A writer needs to think about the bigger the issue the smaller you write. In the creative nonfiction I the issue the smaller you write. In the creative nonfiction I wrote, titled wrote, titled A Night With GodA Night With God, I realized that I needed to write , I realized that I needed to write small. The first draft I wrote was very boring and not emotional. small. The first draft I wrote was very boring and not emotional. Then we were given the quote to write small, the bigger the Then we were given the quote to write small, the bigger the issue. I took a sample from that story and re-wrote it in my issue. I took a sample from that story and re-wrote it in my Daybook entry. Keeping in mind that I needed to write smaller. Daybook entry. Keeping in mind that I needed to write smaller. In the first rough draft of the creative nonfiction story, I started it In the first rough draft of the creative nonfiction story, I started it off by only describing what was going on. Then in my daybook, off by only describing what was going on. Then in my daybook, after we heard the quote, I wrote details about everything. after we heard the quote, I wrote details about everything. Instead of just saying we sat on the chairs in a circle, I changed Instead of just saying we sat on the chairs in a circle, I changed it to say, "The eight of us sat closely together on the hard it to say, "The eight of us sat closely together on the hard wooden chairs in a circle. We sat somewhat uncomfortably, as wooden chairs in a circle. We sat somewhat uncomfortably, as the white paint chipped away from the shifting of our bodies."the white paint chipped away from the shifting of our bodies."

YOUR TURN.YOUR TURN.

What kind of WRITER are you?What kind of WRITER are you?

Metacognition and DaybooksMetacognition and Daybooks Empowering students to understand how they think—and that Empowering students to understand how they think—and that

they are in control of what they do with that information—they are in control of what they do with that information—serves as the foundation for the individual creation of that serves as the foundation for the individual creation of that journal. journal.

In other words, it first gives the student the space and the In other words, it first gives the student the space and the “permission” to be him or herself without judgment. Then, it “permission” to be him or herself without judgment. Then, it provides understanding to why and how s/he is daybooking.provides understanding to why and how s/he is daybooking.

Finally, the purposes of writing transcend grades and Finally, the purposes of writing transcend grades and assessments.assessments.

““At the end of the year, I couldn’t stop. I can’t imagine not At the end of the year, I couldn’t stop. I can’t imagine not writing in my daybook anymore than I can imagine not writing in my daybook anymore than I can imagine not breathing.” ~lacey~breathing.” ~lacey~

The Daybook Essentials: QuerenciaThe Daybook Essentials: Querencia

Your Space, Your Home, Your Wanting Place Your Space, Your Home, Your Wanting Place (Heard)(Heard)

Writing Daily: Keep the Fountain Flowing Writing Daily: Keep the Fountain Flowing (that means us, too)(that means us, too)

Dare to Take Risks—YOU Are in ControlDare to Take Risks—YOU Are in Control The Discovery of Voice, Discovery of YouThe Discovery of Voice, Discovery of You Getting Small (Fletcher): It’s In the DetailsGetting Small (Fletcher): It’s In the Details Relevance: Suddenly, Everything MattersRelevance: Suddenly, Everything Matters

The Creative Daybook: The Creative Daybook: Watcher at the Gates…BE GONE!Watcher at the Gates…BE GONE!

YOUR Writing History (breaking down that first YOUR Writing History (breaking down that first wall)wall)

Brain Drain (Bridget Example)Brain Drain (Bridget Example) Free Write (general)Free Write (general) Vomit (specific, Lacey-”I knew no one would read Vomit (specific, Lacey-”I knew no one would read

it if I didn’t want them to.” mv2)it if I didn’t want them to.” mv2) Three Minutes (Prompt, writing small)Three Minutes (Prompt, writing small) In The Café (Prompt, writing cinematically)In The Café (Prompt, writing cinematically) Digging Deep (writing from experience)Digging Deep (writing from experience)

Auditory WritingAuditory Writing

Read aloud Edgar Alan Poe’s “The Bells” Read aloud Edgar Alan Poe’s “The Bells” Students WRITE as they hear the poem Students WRITE as they hear the poem

(Dave).(Dave). Students COMPOSE music depicting the Students COMPOSE music depicting the

poem (Melanie).poem (Melanie).

W/P/SW/P/SYour Turn: Your Turn:

What Will You Do In What Will You Do In Your Classroom?Your Classroom?

So What?So What? When we provide a safe environment for our When we provide a safe environment for our

students and encourage them to have a students and encourage them to have a querencia where they can learn and understand querencia where they can learn and understand how they think, experiment with language, how they think, experiment with language, take risks, and be in control of their writing take risks, and be in control of their writing and its outcomes, we provide a foundation for and its outcomes, we provide a foundation for lifelong learning that reaches far beyond our lifelong learning that reaches far beyond our classroom walls. We provide the opportunity classroom walls. We provide the opportunity for them to embrace the power of writing, and for them to embrace the power of writing, and use that power in any class, any profession use that power in any class, any profession long after they graduate. long after they graduate.

Good luck….and keep writing! Good luck….and keep writing! Feel free to share what’s working for you and for Feel free to share what’s working for you and for

your young writers.your young writers.Rus VanWesterveltRus VanWesterveltrusvw13@gmail.comrusvw13@gmail.com443-834-9489443-834-9489www.rusvw.net and and www.ravenwater.com Look for my writing on Amazon.com!Look for my writing on Amazon.com!

Let’s Keep In Touch. . .

John Milton, 1645, John Milton, 1645, L’Allegro:L’Allegro:The origins of Trip! The Live Fantastic!The origins of Trip! The Live Fantastic!

Haste thee nymph, and bring with theeHaste thee nymph, and bring with theeJest and youthful Jollity,Jest and youthful Jollity,

Quips and Cranks, and wanton Wiles,Quips and Cranks, and wanton Wiles, Nods, and Becks, and Wreathèd Smiles,Nods, and Becks, and Wreathèd Smiles,

Such as hang on Hebe's cheek,Such as hang on Hebe's cheek, And love to live in dimple sleek;And love to live in dimple sleek;

Sport that wrinkled Care derides,Sport that wrinkled Care derides, And Laughter holding both his sides.And Laughter holding both his sides.

Come, and trip it as ye goCome, and trip it as ye go On the light fantastick toe,On the light fantastick toe,

And in thy right hand lead with thee,And in thy right hand lead with thee,The Mountain Nymph, sweet Liberty;The Mountain Nymph, sweet Liberty; And if I give thee honour due,And if I give thee honour due, Mirth, admit me of thy crewMirth, admit me of thy crew To live with her, and live with thee,To live with her, and live with thee,

In unreprovèd pleasures free;In unreprovèd pleasures free;