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1. Using Technology
2. Learning intentions1. Provide some clarity about writing to
learn2. Use a variety of tools to discover and experience some
writing to learn strategies3. Introduce some online and iOS options
to use for writing strategies4. Informally introduce the concept of
BYOD as a way of enabling ubiquitous access to technology
3. http://todaysmeet.com/writingtolearnGuiding Question: How
isWriting to Learn different fromother kinds of writing we
askstudents to do?
4. Guidelines1. State your idea, opinion, question, or case2.
Respond the ideas, opinions and questions of others3. Be kind, be
respectful
5. Writing to LearnThere are two broad terms used to describe
cross-curricula writing: writing-to-learn and learning towrite.
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 WritingWriting to learn (low stakes) Published
writing (high stakes)Short SubstantialSpontaneous PlannedInformal
ConventionalExploratory AuthoritativePersonal Audience centredOne
draft DraftedUnedited EditedUngraded Assessable
9. When to Use Write to Learn ActivitiesAt 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 aheadLater
Synthesise learning Connect with others 20% Compare notes Reflect
on learning
10. Writing to Learn Activities Writing-to- learn Graphic
Reflective CreativeListing Note-taking Organisers Writing writing
Entrance and Cornell notes exit slips RAFT ABC Venn diagrams
Combination Think, Write, I am poemsTop 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 WritingQuick
Writes Going Deeper Writing Process ProjectsWriting Break Written
People Research Conversation Exit Slip Faction Write-around Admit
Slip RAFT CarouselBrainstorming 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
12. Daniels and Zemelman
13. Finish your own written responsesand quickly review your
colleaguescomments and choose one or two torespond to if you have
not alreadydone so.
14. Strategies Quick Writes & Going Deeper
15. Using WordThings to review with students prior to
usingtechnology 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 work3. How to find their work once it has
been saved.
16. Fake text - http://www.lipsum.com/Task: Recreate this Word
document
17. ListingListing activities are excellent to use during
prewriting, andare also effective to use as stand-alone,
writing-to-learntasks. (Peery, p59)Create a numbered list of the
top 10 ways that you usewriting to think.When you are finished
verbally share your list with yourtable 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 NotesThis note taking
format allows students to to do twokinds of thinking by recording
ideas side-by-side in twocolumns on their paper.In the left-hand
column go notes that outlineinformation as students read, take in a
lecture orotherwise take in information in some way.The right-hand
column is used to respond to or reflecton 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 JournalUse the table (Insert Table)
feature in Word tocreate a 2 column and 6 10 row table.Use the
reading provided and student examples frombit.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. MappingMapping asks students to arrange groups of
ideasvisually and to show relationships among them.Maps allow
students to represent thinking thatinvolves multiple, simultaneous
associations ratherthan just linear steps. Maps help us
organize,consolidate, and digest knowledge. (Daniels, Zemelman,
Steineke, P60)
24. Drawing, Illustrating and MappingUsing the information
presented at the beginning ofthe presentation and the two readings
provided doone of the following Create a diagram or illustration OR
Make a mind mapto 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 Conversationssometimes called dialogue journals
providestudents a chance to write notes to each otherabout what
they are learning.Two kinds of written conversations Live (here and
now) e.g. Todays 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.
29. Preparing for Publication
30. EditingYou, the teacher, serve as the final proof-readerand
mark each students paper. You then return allof the papers a day or
two before the final draft isdue, and students use your marks as
guidance inpreparing their published copies. Peery, p95
31. Editing using the Review tool bar in WordGo
tohttp://lskywriting.wikispaces.com/PublishingDownload the student
writing example. Open it in Wordand using the review tool, make
comments and editingsuggestions.Teacher and student editing -
Common ProofreadingSymbols (referenced in Peery,
p.95)http://www.ccc.commnet.edu/writing/symbols.htm
32. Citing and Referencing using the References Tool in
WordUsing the References tool create a Works Cited list andinsert 2
3 parenthetical citations. Include a WorksCited list at the end of
the document.
34. Exit SlipTo implement exit slips, all you have to do is
rememberto stop whatever you doing toward the end of theperiod.
(Daniels, Zemelman, Steineke, P35)Provide students with an email
address or ask them torespond in the LMS e.g. Edmodo and the offer
a simple,opened prompt.Email [email protected] your
response to thequestion, 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