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    The math department meeting minutes discussed implementing the Jane Shaffer process of writing across the curriculum. They will have students write explanations of math problems and steps in varying levels of complexity using a topic sentence (TS), chunk details (CD), and chunk justification (CM). For more complex problems, students will write paragraphs with a TS, multiple CDs and CMs. They will also have students identify mistakes in worked problems and compare example problems to new ones using the same structure. The department plans to discuss results of experimenting with these writing approaches at future meetings.

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    The math department meeting minutes discussed implementing the Jane Shaffer process of writing across the curriculum. They will have students write explanations of math problems and steps in varying levels of complexity using a topic sentence (TS), chunk details (CD), and chunk justification (CM). For more complex problems, students will write paragraphs with a TS, multiple CDs and CMs. They will also have students identify mistakes in worked problems and compare example problems to new ones using the same structure. The department plans to discuss results of experimenting with these writing approaches at future meetings.

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    25 views1 page

    Writing Js

    Uploaded by

    Anne C M
    The math department meeting minutes discussed implementing the Jane Shaffer process of writing across the curriculum. They will have students write explanations of math problems and steps in varying levels of complexity using a topic sentence (TS), chunk details (CD), and chunk justification (CM). For more complex problems, students will write paragraphs with a TS, multiple CDs and CMs. They will also have students identify mistakes in worked problems and compare example problems to new ones using the same structure. The department plans to discuss results of experimenting with these writing approaches at future meetings.

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    September 27th Math Department Meeting Minutes

    Writing Across the Curriculum / Jane Shaffer Process The writing will change based upon the complexity of the problem or process the student is presented with. For example, for a one step problem or a memorization problem like X+5=10 the students will create chunks. The chunk will consist of a (CD) that describes exactly what step was taken and then at least one (CM) that provides a justification or explanation for why they took the step they did. As problems rise in complexity we can turn these chunks into a paragraph. For example if a student was asked to graph the linear equation y=3x+2. They will start with a (TS) topic sentence that states what they are going to explain which is graphing a linear equation. Then they will have a CD for each step and at least one CM for each CD step they take. Other ways the math department will implement the Jane Shaffer model is by giving students a problem that has all the work done and mistake somewhere built in. The students will be asked to have a topic sentence that states a mistake was made when solving the given problem. A CD will be where the mistake was and the CM statements will explain why the step taken was incorrect. Then students will have a CD that describes the correct step that should have been taken and CM that provides evidence and justification for why the step the student chooses is the correct step to employ. We will also use the Jane Shaffer model when having students compare example problems to new problems. We will have two problems that address the same standard or concept. One will be solved completely and the other will be just the problem part. Students will be asked how they can use what they can see in the example problem to solve their given problem. The topic sentence will be that they can use this problem to solve their own. The CD will describe a step taken and the CM will be what evidence from the example problem made them decide to take that step. As we experiment with these ideas we hope to discuss our results during department meetings and adapt as we go through months and years.

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