1. CISIP Writing Framework Approaches to Teaching and Learning Science and Writing

2. This Is Science... Why Write?  What does it mean to “write to learn science”?  Why should we use writing as a vehicle for science learning when other alternatives exist?

3. Scientific Writing Writing in science has a specific form. Scientific writing has all of the characteristics of scientific discourse in written form. It is augmented by visual/graphical representations to support conclusions.

4. Writing to Learn Strategies  associate concepts with language  access prior knowledge through pre-writing activities  use writing as a means for students to discover and explore what they know and to learn more through writing  provide opportunities for writing to generate and negotiate meaning  provide opportunities for writing to reflect, analyze, and communicate ideas

5. Writing to Learn  Writing to learn is both formal and informal writing.  Types of writing to learn activities include Note taking Journal writing Free writes  How can teachers help students succeed in writing to learn activities?

6. Six Keys to Successful Writing to Learn Science Activities  The writing must be embedded into the science inquiry activity and emphasize the nature of science.  It must be seen by both teachers and students as an integral part of the science, not an additional task. FIRST KEY

7. Six Keys to Successful Writing to Learn Science Activities  Writing a letter to a lay-person in response to a question posed at the beginning of the inquiry lesson  Recording results of an experiment in a science notebook or journal FIRST KEY Activities

8. Six Keys to Successful Writing to Learn Science Activities  Students need explicit teaching in science writing content, forms, and processes that illustrates the relationship between science writing and the nature of science. SECOND KEY

9. Six Keys to Successful Writing to Learn Science Activities  Provide specific prompts (How did you use the feedback you received from peer review to revise your results section?)  Discuss model texts, genre templates  Create scaffolding exercises and activities (for thinking and writing processes like planning, reviewing, and translating)  Clarify vocabulary and language patterns used SECOND KEY Activities

10. Six Keys to Successful Writing to Learn Science Activities  Students need multiple opportunities to write in the same genre or application. THIRD KEY

11. Six Keys to Successful Writing to Learn Science Activities  Reflective journal entries and short essays at several stages of the inquiry lesson process  Lab reports for several different inquiry lessons over the course of a semester or school year THIRD KEY activities

12. Six Keys to Successful Writing to Learn Science Activities  Students should engage in science writing that encourages metacognition. FOURTH KEY

13. Six Keys to Successful Writing to Learn Science Activities  Journaling about learning  Analytical reflective essays  E-mail and/or discussion board conversations about processes used FOURTH KEY activities

14. Six Keys to Successful Writing to Learn Science Activities  Students should engage in science writing that provides opportunity for the transformation of knowledge through a negotiation of meaning FIFTH KEY

15. Six Keys to Successful Writing to Learn Science Activities  Writing should be analytical (both expressive and expository) when possible.  Writing should access prior knowledge and link that prior knowledge to material students are learning in class (pre-writing and post writing).  Writing activities should foster a sharing of ideas among peers and professionals. FIFTH KEY activities

16. Six Keys to Successful Writing to Learn Science Activities  Students should receive regular, meaningful feedback from the instructor in addition to feed back from peers, along with opportunities to revise their work based on feedback received. SIXTH KEY

17. Six Keys to Successful Writing to Learn Science Activities  Peer response sessions  Written feedback from the instructor  Individual face-to-face conferences  Requiring multiple drafts  Large group, instructor- facilitated discussion of sample student papers  Allowing the revision of “final” drafts SIXTH KEY activities

18. Science Inquiry Process  Engagement Exploration  Explanation Expansion  E-Assessment

19. Engagement  Journaling  One minute “essay”  Concept mapping  Drawing with explanation  Poetry Teacher Designed Writing Activities Student Thinking  What do I already know?  How could or does this apply to my life?

20. Exploration  Taking notes  Recording data and processes  Journaling  Writing analyses of articles  Interview notes  Storytelling Teacher Designed Writing Activities Student Thinking  What did I do?  What did I observe?  How do my ideas compare with other ideas?

21. Explanation  Lab report  Letter explaining a concept  Graph or diagram explained in writing Teacher Designed Writing Activities Student Thinking  What can I claim?  How do I know?  What does it mean?

22. Expansion  Create an experiment exploring a related, real word problem using material just learned and record results  Journal article  Brochure  Book jacket Teacher Designed Writing Activities Student Thinking  How does this apply to other things in my life?

23. E-Assessment  Science notebook journaling  Concept mapping  Rubric exercises  Analytical reflective essay Teacher Designed Writing Activities Student Thinking  How have my ideas changed?  How did I do?  How did I learn best?  What do I still want to know? Six Keys to Successful Writing to Learn Science Activities