WAC Online - Winter 2012


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WAC Online - Winter 2012

  1. 1. Writing Across theWriting Across the CurriculumCurriculum Dinner & Dialogue January 31, 2012
  2. 2. Agenda  Welcome and Introductions  Opener/ Community Building & Discussion  Writing Across the Curriculum Overview  Introduction to Moodle Dinner  Using the Discussion Forum  Course Expectations Writing Across the Curriculum
  3. 3. Video: Stuck on the Escalator  Video Link
  4. 4. How can you help your students get off the escalator? How can we get off the escalator? Writing Across the Curriculum
  5. 5. Writing Across the Curriculum  Writing within a variety of classrooms and disciplines  Learning content using a diversity of writing strategies  Practicing writing in a variety of contexts
  6. 6. Writing Across the Curriculum  Promotes learning the content of the writing  Encourages student participation  Supports a diversity of student voices  Provides tools to support critical thinking and higher-order thinking skills  Produces resources for learning  Develops better writers
  7. 7. Writing Across the Curriculum WAC Helps Students:  Activate prior knowledge  Learn new content  Build a deep foundation of knowledge  Understand new information within a context  Organize knowledge for retrieval and application  Reflect on their thinking and learning process
  8. 8. Writing Across the Curriculum WAC Helps Teachers:  Plan instruction  Initiate discussion and introduce new content  Develop the use of higher-level thinking skills  Support differentiated learning efforts  Reinforce content  Conduct formative and summative assessment  Reflect on professional practice to improve instruction
  9. 9. Writing Across the Curriculum Writing across the curriculum has two components: Writing-To-Learn Writing-To-Demonstrate-Knowledge
  10. 10. Writing-To-Learn A Writing-to-Learn strategy is one that teachers employ throughout and/or at the end of a lesson to engage students and develop big ideas and concepts.  Requires higher-level thinking skills.  Focuses on ideas rather than correctness of details.
  11. 11. Writing-To-Learn There is a strong connection between Writing-to-Learn strategies and Assessment FOR Learning.
  12. 12. Writing-To-Demonstrate-Knowledge A Writing-to-Demonstrate-Knowledge strategy is one that allows students to show what they have learned by synthesizing information and explaining or applying their understanding of concepts and ideas.  Students write for an audience with a specific purpose. Products may apply knowledge in new ways or use academic structures for research and/or formal writing.
  13. 13. Writing-To-Demonstrate-Knowledge A Writing-to-Demonstrate-Knowledge assignment:  Requires a report, essay, project or other more formal paper.  Is a “finished product” which adheres to format and style guidelines or standards.  May require a period of weeks of work including revising and editing.
  14. 14. Writing-To-Demonstrate-Knowledge There is a strong connection between Writing-to-Demonstrate-Knowledge strategies and Assessment OF Learning.
  15. 15. WAC & CCSS Common Core State Standards  The standards set requirements not only for ELA but also for literacy in history/social studies, science and technical subjects (math).  Just as students must learn to read, write, speak, listen and use language effectively in a variety of content areas so too must the standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.
  16. 16. WAC & CCSS Standard 10:  Write routinely over extended time frames (time for refection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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