Writing to Learn

1. Using Technology Writing to Learn

2. Learning intentions Provide some clarity about writing to learn Use a variety of tools to discover and experience some writing to learn strategies Introduce some online and iOS options to use for writing strategies 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 State your idea, opinion, question, or case Respond the ideas, opinions and questions of others 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

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 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 Learning Framework

10. Writing to Learn Activities Source – Peery, Writing Matters in Every Classroom, 2009

11. Source - Daniels, Zemelman and Steineke, Content-Area Writing, 2007

12. Daniels and Zemelman

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. 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 work 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 • Problem • Reasons for • Opinion • Quote from text • Quote from text • Words • Facts • Notes • Explanation of thinking • Solution • Reasons against • Proof • Personal connections • Discussion questions • Images • Feelings • 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.

29. Preparing for Publication

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 Serieshttp://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