Outline :
Opening (10 min):
• Introduction to the technology-based teaching tools, their rationale, and their design
• Share findings showing evidence-based results for the cognitive strategy instruction supported with technology
• Small group conversation protocol about current writing instruction and problems of practice
Exploration Activities (40 min):
• Discuss problems of practice with teaching and learning about writing. Examine each dashboard within the program: teacher, student, family member, and administrator after viewing each interactive dashboard per user type: (a) video resources, (b) learning activities for school and home, (c) gamification strategies, and (d) progress monitoring resources. This activity is designed for their participant involvement in the learning process .
Wrap up/closing (10 min):
• Review and discuss the power of mastery learning through adaptive interventions
• Small group reflection on use of the online PL tools for their context and problems of practice.
After this session, participants will be able to:
•Apply cognitive strategy instruction using integrated technology to support diverse learners, including adolescents with disabilities, in developing structured and meaningful writing skills.
•Use a data-informed feedback loop with their students after experiencing an integrated and differentiated feedback loop supported by auto-scored exercises powered by artificial intelligence
•Design and implement family engagement activities that promote writing practice at home and school, using video resources and student interest inventories to foster collaboration and support.
•Adapt and personalize writing tools and strategies—including gamification, progress charting, and generalization and transfer methods—for their own classroom contexts, while exploring opportunities for collaboration and broader implementation.
Ferster, B., Hammond, T. C., Alexander, R. C., & Lyman, H. (2012). Automated formative assessment as a tool to scaffold student documentary writing. Journal of Interactive Learning Research, 23(1), 81-99. https://www.learntechlib.org/primary/p/35311/
Graham, S., Daley, S. G., Aitken, A. A., Harris, K. R., & Robinson, K. H. (2018). Do writing motivational beliefs predict middle school students' writing performance?. Journal of Research in Reading, 41(4), 642-656. https://doi.org/10.1111/1467-9817.12245
Graham, S., Harris, K., & Hebert, M. A. (2011). Informing writing: The benefits of formative as- sessment. A Carnegie Corporation Time to Act report. Washington, DC: Alliance for Excellent Education.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34.
Kline, F. M., Schumaker, J. B., & Deshler, D. D. (1991). Development and validation of feedback routines for instructing students with learning disabilities. Learning Disability Quarterly, 14(3), 191-207. https://doi.org/10.2307/1510849
Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023). The Future of Artificial Intelligence in Special Education Technology. Journal of Special Education Technology, 38(3), 404-416. https://doi.org/10.1177/01626434231165977
McCarthy, Roscoe, R. D., Allen, L. K., Likens, A. D., & McNamara, D. S. (2022). Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? Assessing Writing, 52, 100608. https://doi.org/10.1016/j.asw.2022.100608
Schumaker, J. B. (2022). The Effects of Computerized Sentence and Paragraph Strategy Instruction for Struggling Adolescent Writers. Journal of Special Education Technology, 37(2), 174-190. https://doi.org/10.1177/0162643420976167
U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023.
Wright, K.L., Hodges, T.S., Enright, E., & Abbott, J. (2021). The relationship between middle and high school students' motivation to write, value of writing, writer self-beliefs, and writing outcomes. Journal of Writing Research, 12(3), 601-623. https://doi.org/10.17239/jowr-2021.12.03.03
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