Writing to Learn

Writing to Learn Slideshow

Writing to LearnUsing TechnologyLearning intentionsProvide some clarity about writing to learnUse a variety of tools to discover and experience some writing to learn strategiesIntroduce some online and iOS options to use for writing strategiesInformally introduce the concept of BYOD as a way of enabling ubiquitous access to technology

http://todaysmeet.com/writingtolearnGuiding Question: How is Writing to Learn different from other kinds of writing we ask students to do?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 Todays 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.3Guidelines

State your idea, opinion, question, or caseRespond the ideas, opinions and questions of othersBe 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 LearnSlide courtesy, Lisa GilbyOK 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.5Writing-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 LearnSlide courtesy, Lisa GilbyIn 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 LearnSlide courtesy, Lisa GilbyWriting to learn (low stakes)Published writing (high stakes)ShortSubstantialSpontaneousPlannedInformalConventionalExploratoryAuthoritativePersonalAudience centredOne draft DraftedUneditedEditedUngradedAssessableTypes of WritingAt the beginning of a lesson:Activates prior knowledgeActivates further thinkingSupports setting class and individual goalsAlong the way:Stop and collect thoughtsSort out ideasNotice and record thinkingTo ensure everyone is on task and thinkingReview and re-adjust goalsGet ready to move aheadLaterSynthesise learningConnect with othersCompare notesReflect on learning

20%60%20%Learning FrameworkWhen to Use Write to Learn Activities Source Peery, Writing Matters in Every Classroom, 2009Writing to Learn ActivitiesSource - Daniels, Zemelman and Steineke, Content-Area Writing, 2007

Daniels and ZemelmanFinish 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.

Quick Writes & Going DeeperStrategiesUsing WordThings to review with students prior to using technology for writing or other purposes.

Create a file folder or directory (Windows, GoogleDocs, iPad) create a learning log of their work.Naming protocols (how do you want your students to save their workHow to find their work once it has been saved.

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.15Task: Recreate this Word document

Fake text - http://www.lipsum.com/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

16Listing 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.ListingWord Home Numbered lists ORAppsRemember the MilkOnline Listigator - http://www.listigator.com/indexList OptionsThis 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 AKACornell NotesComputationsProblemReasons forOpinionQuote from textQuote from textWordsFactsNotesExplanation of thinkingSolutionReasons againstProofPersonal connectionsDiscussion questionsImagesFeelingsInterpretationsDouble 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 JournalUse 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 followingCreate a diagram or illustration ORMake a mind map to illustrate your understanding of Writing to Learn.Drawing, Illustrating and MappingWord Insert SmartArtiOS appsSketchbook ProShow MePoppletOnlineBubbl.us - https://bubbl.us/Mindmeister - http://www.mindmeister.com/

Tool and App Optionssometimes called dialogue journals provide students a chance to write notes to each other about what they are learning.Two kinds of written conversationsLive (here and now) e.g. Todays MeetTake-away (over time)Written Conversations(Daniels, Zemelman, Steineke, p69)

Edmodo at a GlanceIf 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 WritePreparing for Publication

You, the teacher, serve as the final proof-reader and mark each students 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.

EditingPeery, p95Editing using the Review tool bar in WordGo 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.Bibliography vs Works Cited32http://www.bibme.org/

iOS App Easybib

Referencing Tool OptionsTo 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 protected] your response to the question, What did you learn today?Exit SlipGilby, Lisa. Writing To Learn PD for Staff, March 17, 2012, http://www.slideshare.net/LisaGilby/writing-to-learn-pd-for-staffChapter 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

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