Writing to Learn Using Technology
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The document discusses how writing can be used as a learning strategy ("writing to learn") across subject areas. It distinguishes writing to learn activities from more formal writing assignments and provides examples of different writing activities that can help students learn, reflect on, and deepen their understanding of course content. A variety of tools and apps are presented that can support implementing writing to learn strategies in the classroom.
Writing to Learn Using Technology
- 2. Learning intentions 1. Provide some clarity about writing to learn 2. Use a variety of tools to discover and experience some writing to learn strategies 3. Introduce some online and iOS options to use for writing strategies 4. Informally introduce the concept of BYOD as a way of enabling ubiquitous access to technology
- 3. http://todaysmeet.com/writingtolearn Guiding Question: How is Writing to Learn different from other kinds of writing we ask students to do?
- 4. Guidelines 1. State your idea, opinion, question, or case 2. Respond the ideas, opinions and questions of others 3. Be kind, be respectful
- 5. Writing to Learn There are two broad terms used to describe cross- curricula writing: writing-to-learn and learning to write. Writing to learn activities are designed more for meta-cognitive effect ie for students to record their ideas, reflect upon their learning and grapple with unfamiliar content. The goal is for them to learn more deeply. Learning to write activities result in more polished products. These must show content area learning plus competency in a particular writing form. While all subject area teachers are required to teach students how to write specific forms of writing and use subject specific vocabulary, it is the responsibility of the teachers of English to instruct students in the mechanics of the English language. Slide courtesy, Lisa Gilby
- 6. Writing to Learn » Writing-to-learn activities, which are generally short stints of writing, can switch students’ brains from off to on. » It is necessary to have students write in order for them to deepen their own learning. It assists them to reflect on their learning, which is linked to increased understanding, and supports their increasingly sophisticated use of specific vocabulary. Slide courtesy, Lisa Gilby
- 7. Writing to Learn » In order to make the writing process an important component of learning in any class, we must first make sure that our students are comfortable with it. » Low risk, engaging writing must precede higher risk, intellectually rigorous writing. Slide courtesy, Lisa Gilby
- 8. Types of Writing Writing to learn (low stakes) Published writing (high stakes) Short Substantial Spontaneous Planned Informal Conventional Exploratory Authoritative Personal Audience centred One draft Drafted Unedited Edited Ungraded Assessable
- 9. When to Use Write to Learn Activities At the beginning of a lesson: ˃ Activates prior knowledge ˃ Activates further thinking ˃ Supports setting class and individual goals 20% Along the way: Learning Framework ˃ Stop and collect thoughts ˃ Sort out ideas 60% ˃ Notice and record thinking ˃ To ensure everyone is on task and thinking ˃ Review and re-adjust goals ˃ Get ready to move ahead Later ˃ Synthesise learning ˃ Connect with others 20% ˃ Compare notes ˃ Reflect on learning
- 10. Writing to Learn Activities Writing-to- learn Graphic Reflective Creative Listing Note-taking Organisers Writing writing Entrance and Cornell notes exit slips RAFT ABC Venn diagrams Combination Think, Write, ‘I am poems’ Top 10 Tree charts notes Pair/share Top 3 Flow charts Bio poems Outlines 4 square Cycle diagrams Recasting the reflection text Most important word and symbol Processing your process Source – Peery, Writing Matters in Every Classroom, 2009
- 11. Content Area Writing Public Writing Short Writing Quick Writes Going Deeper Writing Process Projects Writing Break Written People Research Conversation Exit Slip Faction Write-around Admit Slip RAFT Carousel Brainstorming Brainstorming Brochure Drawing Double-entry Newspaper Clustering Journal Web Page Mapping Nonstop Writing KWL Teacher-student Correspondence Source - Daniels, Zemelman and Steineke, Content-Area Writing, 2007
- 13. Finish your own written responses and quickly review your colleagues comments and choose one or two to respond to – if you have not already done so.
- 14. Strategies Quick Writes & Going Deeper
- 15. Using Word Things to review with students prior to using technology… for writing or other purposes. 1. Create a file folder or directory (Windows, GoogleDocs, iPad) – create a ‘learning log’ of their work. 2. Naming protocols (how do you want your students to save their work 3. How to find their work once it has been saved.
- 16. Fake text - http://www.lipsum.com/ Task: Recreate this Word document
- 17. Listing Listing activities are excellent to use during prewriting, and are also effective to use as stand-alone, writing-to-learn tasks. (Peery, p59) Create a numbered list of the top 10 ways that you use writing to think. When you are finished verbally share your list with your table mates.
- 18. List Options » Word – Home Numbered lists OR » Apps ˃Remember the Milk » Online ˃Listigator - http://www.listigator.com/index
- 19. Double Entry Journal AKA Cornell Notes This note taking format allows students to to do two kinds of thinking by recording ideas side-by-side in two columns on their paper. In the left-hand column go notes that outline information as students read, take in a lecture or otherwise take in information in some way. The right-hand column is used to respond to or reflect on the information in some way. (Daniels, Zemelman, Steineke, P85)
- 20. Double Entry Journal Examples » Computations » Explanation of thinking » Problem » Solution » Reasons for » Reasons against » Opinion » Proof » Quote from text » Personal connections » Quote from text » Discussion questions » Words » Images » Facts » Feelings » Notes » Interpretations (Daniels, Zemelman, Steineke, P85)
- 21. Create a Double Entry Journal Use the table (Insert – Table) feature in Word to create a 2 column and 6 – 10 row table. Use the reading provided and student examples from bit.ly/wkiPW5 to complete the chart.
- 22. Drawing and Illustrating » Students make quick drawings, sketches, or diagrams to illustrate ideas, events, science experiments, real world situations involving math problems, and so on, in order to help themselves and others understand something they are trying to learn. (Daniels, Zemelman, Steineke, P48)
- 23. Mapping Mapping asks students to arrange groups of ideas visually and to show relationships among them. Maps allow students to represent thinking that involves multiple, simultaneous associations rather than just linear steps. Maps help us organize, consolidate, and digest knowledge. (Daniels, Zemelman, Steineke, P60)
- 24. Drawing, Illustrating and Mapping Using the information presented at the beginning of the presentation and the two readings provided do one of the following » Create a diagram or illustration OR » Make a mind map …to illustrate your understanding of Writing to Learn.
- 25. Tool and App Options » Word Insert SmartArt » iOS apps ˃Sketchbook Pro ˃Show Me ˃Popplet » Online ˃Bubbl.us - https://bubbl.us/ ˃Mindmeister - http://www.mindmeister.com/
- 26. Written Conversations …sometimes called dialogue journals provide students a chance to write notes to each other about what they are learning. Two kinds of written conversations » Live (here and now) e.g. Today’s Meet » Take-away (over time) (Daniels, Zemelman, Steineke, p69)
- 27. Edmodo at a Glance
- 28. Writing Break – Quick Write » If you have used writing activities with your students describe one effective activity and why it is beneficial to you and your students. » If you have not used writing with your students describe how you might use one of the strategies mentioned today and how it might be beneficial to you and your students.
- 30. Editing You, the teacher, serve as the final proof-reader and mark each student’s paper. You then return all of the papers a day or two before the final draft is due, and students use your marks as guidance in preparing their published copies. Peery, p95
- 31. Editing using the Review tool bar in Word Go to http://lskywriting.wikispaces.com/Publishing Download the student writing example. Open it in Word and using the review tool, make comments and editing suggestions. Teacher and student editing - Common Proofreading Symbols (referenced in Peery, p.95) http://www.ccc.commnet.edu/writing/symbols.htm
- 32. Citing and Referencing using the References Tool in Word Using the References tool create a Works Cited list and insert 2 – 3 parenthetical citations. Include a Works Cited list at the end of the document.
- 33. Referencing Tool Options » http://www.bibme.org/ » iOS App – Easybib
- 34. Exit Slip To implement exit slips, all you have to do is remember to stop whatever you doing toward the end of the period. (Daniels, Zemelman, Steineke, P35) Provide students with an email address or ask them to respond in the LMS e.g. Edmodo and the offer a simple, opened prompt. Email donna.desroches@lskysd.ca your response to the question, “What did you learn today?”
- 35. Sources » Gilby, Lisa. Writing To Learn PD for Staff, March 17, 2012, http://www.slideshare.net/LisaGilby/writing-to-learn-pd-for-staff » Chapter 4: Writing to Learn Mathematics: Glencoe Mathematics Professional Series http://moodle.escco.org/file.php/1/MATH/Ch4_ReadingWritingMathClass .pdf » Peery, A. (2009), Writing Matters in Every Classroom: Englewood, Live and Learn Press. » Daniels, H., Zemelman, S., Steineke, N. (2007). Content Area Writing: Portsmouth, Heinemann. » Writing to Learn, Distilled, http://www.greencastle.k12.pa.us/LinkClick.aspx?fileticket=bz6XkE2oxuA %3D » Kuropatwa, D. (2006) Scribe Post Hall of Fame. http://thescribepost.pbworks.com/w/page/22148105/HallOfFame
Editor's Notes
- #4: We are going to use a conversation strategy – now often conversation strategies are between two students or between the teacher and the student but we are going to take advantage of the collaborative nature of the technology available to us and use a tool called Today’s Meet to BackChannel – that is carry on a discussion while information is being presented. This is the link that we will use this morning and you may want to keep it open in a browser tab as we may return to it to continue the discussion. Define backchannel – why backchannel….
- #6: OK – I am going to show a number of slides with lots of print for you to read. Your role is to respond to them using the guiding question if you want or stating other ideas, observations or opinions. Show the two slides and provide the guiding question to stimulate the conversation.
- #16: Sometimes it might be easier to complete these activities using pen and paper – but it all depends how you start with the tech in your classroom – these are not activities that involve going to the computer lab – rather they are activities that require students to be able to immediately lay their hands on a tool that will complete the task. As we work our way through the morning – consider how you can make this happen in your classroom. It will be easy if you are a one-to-one school but you can facilitate many of these activities by allowing your students to bring their own device to the classroom. If this is the case you may need to consider what kinds of tools/apps your students will need to have on their devices. If they are using a tablet or laptop they will be able to use online tools – if they have a phone without a plan they will need to have stand-alone apps. They need to be aware of your requirements/expectations. While this workshop will focus on Word because it is the most prevalent tool available to our students I will try to point out other options as well.
- #17: because we are going to be using Word for many of our activities I want to make sure that we are all at the same place in our understanding of the application – although those that want to use another word processing program are free to do so….(Pages, Google Docs)recreate the page displayed – do your own but work together (many changes in Word 2007 and 2012 – maybe not all are familiar with the ‘ribbon’ or toolbars – demonstrate
- #33: Bibliography vs Works Cited