Strategic and Interactive Writing Instruction

Part Two

Educators will continue their introduction to Strategic and Interactive Writing Instruction (SIWI), an evidence-based approach to teaching writing to deaf and hard of hearing students. This session will include an overview of the SIWI driving principles, with actionable steps for beginning SIWI implementation and how to obtain additional professional development.
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students writing in journals at table

Course curriculum

    1. What is SIWI?

    2. Strategic Interactive Writing Instruction, Part 2 - Transcript

    3. Strategic Interactive Writing Instruction, Part 2 - Downloads

    1. Planning for SIWI

    2. Engaging Students in Writing

    1. Setting Writing Goals

    2. Evaluating Student Writing

    1. Finding SIWI Workshops

    2. Building a Community of Practice

    1. Action Plan Creation

    2. Exploring Advanced SIWI Strategies

    3. SIWI-Part 2 Quiz

    4. Course Evaluation -Strategic Interactive Writing Instruction, Part 2

    5. ASHA-Directions on How to Use the ASHA Form

    6. ASHA Verification Form -Strategic Interactive Writing Instruction, Part 2

    7. LSLS CEU Letter -Strategic Interactive Writing Instruction, Part 2

    8. ISBE Professional Development Hours

    9. Completion of Approved Continuing Teacher and Leader Education (CTLE) Hour(s) Certificate

    10. RID Professional Development Hours

Course Objectives

  • $24.99
  • 19 lessons
  • 1 hour of video content
  • Educators will be able to create authentic purposes and opportunities for writing.
  • Educators will be able to model and engage students in a recursive writing process.
  • Educators will be able to integrate explicit instruction of genre-specific text structure.

Your Instructors

Hannah Dostal, Ph.D. & Kimberly Wolbers, Ph.D.

Instructor Hannah Dostal

Dr. Hannah Dostal is a Professor of Literacy Education and a graduate faculty member at the University of Connecticut. Her research focuses on writing and language instruction for deaf and hard of hearing students and teacher professional development in literacy. In addition, she investigates the role of genre and literacy instruction in the development of disciplinary knowledge and discipline-specific communication patterns. Hannah currently serves as the Editor-in-Chief of the Journal of Deaf Studies and Deaf Education and the Co-Editor of The Oxford Handbook of Deaf Studies in Literacy.

Instructor Kimberly Wolbers

Dr. Kimberly Wolbers is a Professor of Deaf Education at the University of Tennessee. Her research has focused on the design and implementation of writing and language instruction for deaf and hard of hearing children and adolescents. She has conceptualized an approach called Strategic and Interactive Writing Instruction (SIWI), which aims to be responsive to the varied language needs of deaf learners. SIWI draws upon evidence-based approaches to teaching writing such as strategy instruction in writing and collaborative, interactive writing. SIWI also contains language-specific elements that provide teachers with direction on how to, for example, navigate between ASL and English when teaching developing bilinguals, or facilitate greater expressive language clarity and complexity among children with language delays. There is growing evidence to suggest SIWI has a positive impact on students’ expressive language, word identification, motivation, and writing outcomes at the word-, sentence-, and discourse-levels.

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