Presentation on theme: "Using Technology. Learning intentions 1.Provide some clarity about writing to learn 2.Use a variety of tools to discover and experience some writing to."— Presentation transcript:
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
http://todaysmeet.com/writingtolearn Guiding Question: How is Writing to Learn different from other kinds of writing we ask students to do?
Guidelines 1.State your idea, opinion, question, or case 2.Respond the ideas, opinions and questions of others 3.Be kind, be respectful
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. Writing to Learn Slide courtesy, Lisa Gilby
» 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. Writing to Learn Slide courtesy, Lisa Gilby
» 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. Writing to Learn Slide courtesy, Lisa Gilby
Writing to learn (low stakes)Published writing (high stakes) ShortSubstantial SpontaneousPlanned InformalConventional ExploratoryAuthoritative PersonalAudience centred One draftDrafted UneditedEdited UngradedAssessable Types of Writing
At the beginning of a lesson: ˃Activates prior knowledge ˃Activates further thinking ˃Supports setting class and individual goals Along the way: ˃Stop and collect thoughts ˃Sort out ideas ˃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 ˃Compare notes ˃Reflect on learning 20% 60% 20% Learning Framework When to Use Write to Learn Activities
Writing-to- learn Listing ABC Top 10 Top 3 Note-taking Cornell notes Combination notes Outlines Graphic Organisers Venn diagrams Tree charts Flow charts Cycle diagrams Reflective Writing Entrance and exit slips Think, Write, Pair/share 4 square reflection Most important word and symbol Processing your process Creative writing RAFT ‘I am poems’ Bio poems Recasting the text Source – Peery, Writing Matters in Every Classroom, 2009 Writing to Learn Activities
Content Area Writing Quick Writes Writing Break Exit Slip Admit Slip Brainstorming Drawing Clustering Mapping Going Deeper Written Conversation Write-around Carousel Brainstorming Double-entry Journal Nonstop Writing KWL Teacher-student Correspondence Public WritingWriting Process Short Writing Projects People Research Faction RAFT Brochure Newspaper Web Page Source - Daniels, Zemelman and Steineke, Content-Area Writing, 2007
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.
Task: Recreate this Word document Fake text - http://www.lipsum.com/
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. Listing
» Word – Home Numbered lists OR » Apps ˃Remember the Milk » Online ˃Listigator - http://www.listigator.com/index List Options
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) Double Entry Journal AKA Cornell Notes
» Computations » Problem » Reasons for » Opinion » Quote from text » Words » Facts » Notes » Explanation of thinking » Solution » Reasons against » Proof » Personal connections » Discussion questions » Images » Feelings » Interpretations Double Entry Journal Examples (Daniels, Zemelman, Steineke, P85)
Use the table (Insert – Table) feature in Word to create a 2 column and 6 – 10 row table. Create a Double Entry Journal Use the reading provided and student examples from bit.ly/wkiPW5 to complete the chart.
» 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. Drawing and Illustrating (Daniels, Zemelman, Steineke, P48)
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. Mapping (Daniels, Zemelman, Steineke, P60)
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. Drawing, Illustrating and Mapping
» Word Insert SmartArt » iOS apps ˃Sketchbook Pro ˃Show Me ˃Popplet » Online ˃Bubbl.us - https://bubbl.us/https://bubbl.us/ ˃Mindmeister - http://www.mindmeister.com/ Tool and App Options
…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) Written Conversations (Daniels, Zemelman, Steineke, p69)
» 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. Writing Break – Quick Write
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. Editing Peery, p95
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
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.
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 email@example.com your response to the question, “What did you learn today?”firstname.lastname@example.org Exit Slip
» Gilby, Lisa. Writing To Learn PD for Staff, March 17, 2012, http://www.slideshare.net/LisaGilby/writing-to-learn-pd-for-staff 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 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 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 http://thescribepost.pbworks.com/w/page/22148105/HallOfFame Sources
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